The role of intuition and inhibition in learners’ mathematical reasoning: The case of fraction understanding

Understanding fractions is of critical importance for learners’ mathematics achievement, which is important both in learners’ school life and in their daily life. However, research has shown the struggle of elementary school children, secondary school students, adults, and even (prospective) teachers to understand the various aspects of fractions. In this research project we aim at getting a better insight at the way people process fractions. By doing this we hope to find ways of improving people’s understanding of fractions. As our theoretical framework, we will use the dual process theory of reasoning. According to this theory, when trying to answer a task, people always first generate a fast, intuitive response, which is not always the correct one. In some cases, people have to reason analytically to come to the correct response. The aim of this research project is to increase our insight in the underlying reasoning mechanisms of the interpretation of fractions in four related studies. More specifically, in the first two studies we will investigate the role of intuition in learners’ fraction understanding, while in the latter two studies, we will examine the role of inhibition in learners’ fraction understanding.